The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
Speaking anxiety among turkish studentsSuliza Aznan
This study investigated speaking anxiety among Turkish EFL learners at a state university. It found that while students perceive speaking as anxiety-provoking, they reported experiencing a low overall level of speaking anxiety based on questionnaire responses. Interviews with students revealed that major causes of their speaking anxiety included pronunciation, being asked questions on the spot, fear of making mistakes, and worry about negative evaluation. The study concludes that foreign language speaking anxiety is a distinct phenomenon influenced by its own sources and variables that impact learners.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
The document discusses anxiety experienced by students when learning, specifically looking at third year English students at the University of Constantine. It provides definitions and theories of anxiety, as well as types of anxiety and sources of anxiety. The study aims to investigate the effects of anxiety on students' achievement through analyzing questionnaires administered to both teachers and students.
Factors influencing english as-a-second-language educationRosa Lee
The document discusses factors that influence the acquisition of English as a second language. It analyzes how age of starting English education, experience attending English-only kindergartens, and attitude towards learning English can impact a learner's proficiency in English grammar. The study found initial age, time in English kindergarten, and positive attitude were correlated with stronger grammar skills, while other factors like years or frequency of English classes did not significantly influence acquisition.
The Impact of Anxiety on Foreign Language Speaking the case of First year a...kamel21
This dissertation was submitted in partial fulfillment of the requirements for a Magister degree in Linguistics at the University of Algiers. The dissertation examines the impact of anxiety on speaking English as a foreign language among first-year and third-year university students in Algeria. Eighty students participated in the study, which used a modified version of the Foreign Language Classroom Anxiety Scale and focus groups to measure anxiety levels and identify sources of anxiety. The results showed that anxiety was experienced by students in both beginning and advanced classes and negatively impacted their English speaking ability. Increased exposure to the target language did little to influence anxiety levels. The dissertation concludes with pedagogical recommendations for reducing foreign language speaking anxiety in the classroom.
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
Speaking anxiety among turkish studentsSuliza Aznan
This study investigated speaking anxiety among Turkish EFL learners at a state university. It found that while students perceive speaking as anxiety-provoking, they reported experiencing a low overall level of speaking anxiety based on questionnaire responses. Interviews with students revealed that major causes of their speaking anxiety included pronunciation, being asked questions on the spot, fear of making mistakes, and worry about negative evaluation. The study concludes that foreign language speaking anxiety is a distinct phenomenon influenced by its own sources and variables that impact learners.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
The document discusses anxiety experienced by students when learning, specifically looking at third year English students at the University of Constantine. It provides definitions and theories of anxiety, as well as types of anxiety and sources of anxiety. The study aims to investigate the effects of anxiety on students' achievement through analyzing questionnaires administered to both teachers and students.
Factors influencing english as-a-second-language educationRosa Lee
The document discusses factors that influence the acquisition of English as a second language. It analyzes how age of starting English education, experience attending English-only kindergartens, and attitude towards learning English can impact a learner's proficiency in English grammar. The study found initial age, time in English kindergarten, and positive attitude were correlated with stronger grammar skills, while other factors like years or frequency of English classes did not significantly influence acquisition.
The Impact of Anxiety on Foreign Language Speaking the case of First year a...kamel21
This dissertation was submitted in partial fulfillment of the requirements for a Magister degree in Linguistics at the University of Algiers. The dissertation examines the impact of anxiety on speaking English as a foreign language among first-year and third-year university students in Algeria. Eighty students participated in the study, which used a modified version of the Foreign Language Classroom Anxiety Scale and focus groups to measure anxiety levels and identify sources of anxiety. The results showed that anxiety was experienced by students in both beginning and advanced classes and negatively impacted their English speaking ability. Increased exposure to the target language did little to influence anxiety levels. The dissertation concludes with pedagogical recommendations for reducing foreign language speaking anxiety in the classroom.
This document discusses language anxiety, which is a type of anxiety experienced specifically in language learning contexts. It defines language anxiety and distinguishes between three types: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is a relatively stable personality characteristic, while state anxiety is a transient response to a particular situation. Situation-specific anxiety is related to apprehension caused by specific events like exams or presentations. The document also examines causes of language anxiety and ways it can be measured, such as through the Foreign Language Classroom Anxiety Scale questionnaire.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The document summarizes a study that investigated the preferred corrective feedback styles of secondary school English teachers in Turkey. The study found that:
1) Teachers most frequently corrected pronunciation errors. They provided immediate feedback for pronunciation errors to prevent permanent issues, as well as for important or commonly missed concepts.
2) Observations showed that teachers predominantly used recasts and translations to correct oral errors. For written errors, they primarily employed direct feedback and reformulations.
3) Teachers believed self-correction and peer feedback were most effective, but they most often corrected errors themselves during observations.
Anxiety level of indonesian students and its relationship to academic achieve...Alexander Decker
This study examined the relationship between anxiety levels and academic achievement in English among 128 Indonesian university students. It found that students generally experienced high anxiety levels, with means between 2.01-3.00 on a scale. Both male and female students experienced similar anxiety levels that fell in the "oftentimes anxious" range, as did students from urban and rural high schools. There was no significant difference in anxiety levels or academic achievement between gender or school types. Fourteen factors were identified as causes of English language anxiety.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This document discusses a study on the relationship between foreign language anxiety and prior experience learning a language in high school. The study examines two students - Lillian, who studied Japanese in high school, and Leah, who did not. Both students took an introductory Japanese course in college. Through surveys and interviews, the study analyzes how their different experiences influenced their anxiety levels in the college course and what sources of anxiety they reported. The goal is to gain insight into how prior language learning experience relates to foreign language anxiety at the college level.
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
This document discusses a study that examined the effect of medium of instruction on the development of cognitive processes in children. The study compared 80 children aged 8-11 years old from English medium schools and Odia medium schools in India. The children were tested on measures of planning, attention, simultaneous processing, and successive processing from the Cognitive Assessment System. The results showed that children from English medium schools performed significantly higher on most cognitive measures compared to children from Odia medium schools. The study also found cognitive processes developed with age, as older children performed better. The results provide evidence that the medium of instruction impacts cognitive development.
This study analyzed teacher-student interactions in two Korean middle school English classrooms over two weeks. The researcher recorded and transcribed 16 total class sessions to identify patterns in teacher talk, including eliciting responses from students, asking questions, and providing feedback. The analysis found that teacher talk dominated classroom interactions, while student responses were relatively low. However, the patterns of teacher-student exchange could vary depending on factors like the lesson or the teacher's intentions.
The document summarizes a study on Taiwanese university students' perceptions of native English-speaking teachers. It finds that students have mixed views, expecting teachers to have good attitudes, understandable accents, and better interaction. However, native teachers found students to be passive and dependent. To improve teaching and learning, the expectation gap between teachers and students needs to be bridged, such as through open discussion. Both teachers and students should rethink their roles as language education evolves in an increasingly globalized world.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
This document summarizes a study comparing the English language abilities of students from an English medium school and a Gujarati medium school in India. Questionnaires and tests were used to assess the writing, reading, speaking and grammar skills of 20 students total, 10 from each school. The results showed significantly lower English proficiency among the Gujarati medium students, who struggled more with writing, reading, pronunciation and grammar. Interviews with teachers from both schools suggested it is important to teach English from a young age to develop a strong foundation in the language skills.
This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework is based on theories of second language acquisition including Krashen's Input Hypothesis and Zone of Proximal Development. The study hopes to benefit students, teachers, and the education system by exploring the impact of using songs to develop vocabulary and communication skills.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
28681752 english-language-teaching-and-learning-in-bangladeshMuhammad Arif
This thesis examines English language teaching and learning at the Alim level in madrashas in Bangladesh. It identifies problems in areas like textbooks, teaching methods, teacher quality, and lack of facilities. Surveys of 1000 students and 25 teachers from 24 madrashas provide data. Key findings show issues with materials, syllabus, unengaging lessons, and inadequate focus on speaking skills. Suggestions target improvements by the madrasha and NCTB boards around cooperative learning and oral competency development. The study aims to enhance English education at this level.
The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears.
This document discusses the background and problem statement of a study on language anxiety in Iraqi secondary students learning English. It provides context on Iraq's educational system historically focusing on grammar translation and now using Communicative Language Teaching (CLT). However, students remain anxious and unable to communicate in CLT classrooms due to factors like lack of language skills from the previous approach. The problem statement indicates students avoid speaking out of anxiety of making mistakes and lack confidence in their language abilities. The study aims to explore how educational and psychological factors like the previous teaching method and anxiety affect student communication and learning in CLT classrooms.
This document discusses language anxiety, which is a type of anxiety experienced specifically in language learning contexts. It defines language anxiety and distinguishes between three types: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is a relatively stable personality characteristic, while state anxiety is a transient response to a particular situation. Situation-specific anxiety is related to apprehension caused by specific events like exams or presentations. The document also examines causes of language anxiety and ways it can be measured, such as through the Foreign Language Classroom Anxiety Scale questionnaire.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
Comparative study of the pakistani and indonesian student’s anxiety towards t...Sam Rany
This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A sample of 340 students (170 from each country) completed the Foreign Language Classroom Anxiety Scale. The results showed that both Pakistani and Indonesian students experienced anxiety related to English language learning. Specifically, male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study concluded that collective efforts from teachers and students could help reduce English language learning anxiety.
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The document summarizes a study that investigated the preferred corrective feedback styles of secondary school English teachers in Turkey. The study found that:
1) Teachers most frequently corrected pronunciation errors. They provided immediate feedback for pronunciation errors to prevent permanent issues, as well as for important or commonly missed concepts.
2) Observations showed that teachers predominantly used recasts and translations to correct oral errors. For written errors, they primarily employed direct feedback and reformulations.
3) Teachers believed self-correction and peer feedback were most effective, but they most often corrected errors themselves during observations.
Anxiety level of indonesian students and its relationship to academic achieve...Alexander Decker
This study examined the relationship between anxiety levels and academic achievement in English among 128 Indonesian university students. It found that students generally experienced high anxiety levels, with means between 2.01-3.00 on a scale. Both male and female students experienced similar anxiety levels that fell in the "oftentimes anxious" range, as did students from urban and rural high schools. There was no significant difference in anxiety levels or academic achievement between gender or school types. Fourteen factors were identified as causes of English language anxiety.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This document discusses a study on the relationship between foreign language anxiety and prior experience learning a language in high school. The study examines two students - Lillian, who studied Japanese in high school, and Leah, who did not. Both students took an introductory Japanese course in college. Through surveys and interviews, the study analyzes how their different experiences influenced their anxiety levels in the college course and what sources of anxiety they reported. The goal is to gain insight into how prior language learning experience relates to foreign language anxiety at the college level.
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
This document discusses a study that examined the effect of medium of instruction on the development of cognitive processes in children. The study compared 80 children aged 8-11 years old from English medium schools and Odia medium schools in India. The children were tested on measures of planning, attention, simultaneous processing, and successive processing from the Cognitive Assessment System. The results showed that children from English medium schools performed significantly higher on most cognitive measures compared to children from Odia medium schools. The study also found cognitive processes developed with age, as older children performed better. The results provide evidence that the medium of instruction impacts cognitive development.
This study analyzed teacher-student interactions in two Korean middle school English classrooms over two weeks. The researcher recorded and transcribed 16 total class sessions to identify patterns in teacher talk, including eliciting responses from students, asking questions, and providing feedback. The analysis found that teacher talk dominated classroom interactions, while student responses were relatively low. However, the patterns of teacher-student exchange could vary depending on factors like the lesson or the teacher's intentions.
The document summarizes a study on Taiwanese university students' perceptions of native English-speaking teachers. It finds that students have mixed views, expecting teachers to have good attitudes, understandable accents, and better interaction. However, native teachers found students to be passive and dependent. To improve teaching and learning, the expectation gap between teachers and students needs to be bridged, such as through open discussion. Both teachers and students should rethink their roles as language education evolves in an increasingly globalized world.
02 b artikel thesis teguh qi s2 ing uns 2013 pustakateguh.qi
This document describes a study that examines the effectiveness of the Quantum method versus the Direct Instruction method in teaching writing skills to 8th grade students. It also looks at how students' creativity levels affect their writing abilities. The study used a 2x2 factorial design to analyze the effects of teaching method and creativity on writing skills. Results showed that the Quantum method was more effective at improving writing skills compared to Direct Instruction. Students with high creativity also had better writing skills than those with low creativity. Additionally, an interaction was found between teaching method and creativity in influencing writing performance.
This document summarizes a study comparing the English language abilities of students from an English medium school and a Gujarati medium school in India. Questionnaires and tests were used to assess the writing, reading, speaking and grammar skills of 20 students total, 10 from each school. The results showed significantly lower English proficiency among the Gujarati medium students, who struggled more with writing, reading, pronunciation and grammar. Interviews with teachers from both schools suggested it is important to teach English from a young age to develop a strong foundation in the language skills.
This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework is based on theories of second language acquisition including Krashen's Input Hypothesis and Zone of Proximal Development. The study hopes to benefit students, teachers, and the education system by exploring the impact of using songs to develop vocabulary and communication skills.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
28681752 english-language-teaching-and-learning-in-bangladeshMuhammad Arif
This thesis examines English language teaching and learning at the Alim level in madrashas in Bangladesh. It identifies problems in areas like textbooks, teaching methods, teacher quality, and lack of facilities. Surveys of 1000 students and 25 teachers from 24 madrashas provide data. Key findings show issues with materials, syllabus, unengaging lessons, and inadequate focus on speaking skills. Suggestions target improvements by the madrasha and NCTB boards around cooperative learning and oral competency development. The study aims to enhance English education at this level.
The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears.
This document discusses the background and problem statement of a study on language anxiety in Iraqi secondary students learning English. It provides context on Iraq's educational system historically focusing on grammar translation and now using Communicative Language Teaching (CLT). However, students remain anxious and unable to communicate in CLT classrooms due to factors like lack of language skills from the previous approach. The problem statement indicates students avoid speaking out of anxiety of making mistakes and lack confidence in their language abilities. The study aims to explore how educational and psychological factors like the previous teaching method and anxiety affect student communication and learning in CLT classrooms.
An Analysis Of Students Speaking Anxiety In Academic Speaking ClassAngie Miller
This document summarizes a study that analyzed speaking anxiety among 52 students in an Academic Speaking class at a private university in Central Java, Indonesia. The study found that students' speaking anxiety was mainly caused by three factors: communication apprehension, test anxiety, and fear of negative evaluation. Additionally, lack of vocabulary, underestimating abilities, lack of preparation, fear of mistakes, and worry about embarrassment in front of peers also contributed to students' anxiety. The findings suggest that teachers play an important role in creating a positive classroom environment to help students overcome speaking anxiety.
This document summarizes research on vocabulary deficiencies and language anxiety among English-speaking university students. It introduces the research problem, which is that a lack of vocabulary can hinder student progress and language anxiety resulting from deficiencies can negatively impact students. The research question aims to understand how vocabulary gaps contribute to language anxiety development and coping strategies. Three related studies are summarized that explore the importance of vocabulary teaching, levels and causes of public speaking anxiety among students, and the relationship between language anxiety and English speaking performance. The document provides context on the role of English proficiency in academics and aims to help develop targeted language support programs.
This document summarizes a study exploring self-efficacy and English speaking anxiety among English-major college students. The study involved 120 sophomore students enrolled in an English listening and speaking class. It administered surveys before and after using spoken learning logs to measure students' self-efficacy and speaking anxiety. The study aimed to examine the relationship between self-efficacy and anxiety, and whether logs impacted either. It also analyzed anxiety levels among high, medium, and low proficiency students. Statistical tests like correlation, ANOVA, and t-tests were used to analyze survey results and address the research questions.
A Study On The Students Ability In Pronouncing DiphthongsKristen Carter
The document discusses a study on students' ability to pronounce English diphthongs at STKIP PGRI Pasuruan university. It found that many students had incorrect pronunciation of diphthongs, with an average score of 73 out of 100, in the "fair" category. The hardest diphthong for students to pronounce was /oU/, while the easiest was /aU/. Speaking is a complex skill involving pronunciation, vocabulary, grammar and fluency. Pronunciation of sounds like diphthongs is an important component of speaking ability.
This document summarizes a study on English as a foreign language (EFL) students' and teachers' preferences for in-class speaking activities and how those preferences relate to student foreign language anxiety. The study aims to identify student and teacher preferences for different in-class activities, determine which activities cause student anxiety, check for conflicts between student and teacher preferences, and measure student foreign language anxiety levels. Both quantitative questionnaires and qualitative interviews were used to collect data from EFL students and teachers at a university in Taiwan.
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
This document summarizes a presentation about a study investigating the relationship between foreign language anxiety and listening comprehension test performance among Iranian EFL learners, and the role teachers can play in reducing students' anxiety. The study found a moderate negative correlation between students' scores on a foreign language anxiety scale and their listening comprehension test scores. It also found that students with high anxiety showed significant improvement on a second listening test after an anxiety-reducing session with their teacher. The conclusion is that anxious students have trouble focusing on class material or test questions due to worrying and tension caused by their anxiety.
This document summarizes a study that investigated the difficulties English as a foreign language (EFL) teachers and students face regarding grammar instruction in Oman. The study aimed to understand teachers' perceptions of their own difficulties teaching grammar as well as those of their students. It also examined whether teachers' perceptions varied based on their gender, qualifications, teaching experience, or the level they taught. Teachers reported their perceptions via a questionnaire. The findings provide insights into the difficulties teachers and students experience with grammar instruction in an EFL context in Oman.
This document provides an introduction and background to a study on grammatical interference from Indonesian in the English writing of students in Indonesia. It discusses that Indonesian students face difficulties with English grammar due to differences between the languages. The study aims to identify the types of grammatical errors caused by interference from students' first language. It intends to help students, teachers, and future researchers understand the challenges students face and improve English teaching and learning. The scope is limited to analyzing writing samples from one class to identify grammatical structures affected by Indonesian interference.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Anxiety In Speaking English As A Second LanguageAmy Cernava
This document discusses anxiety experienced by international students in speaking English as a second language. It identifies four major factors that provoke anxiety: interacting with native English speakers, fear of negative evaluation, public speaking, and not being allowed to use their first language. Studies found these factors commonly cause stress. The document also examines coping strategies, finding students often use avoidance and reticence, though perseverance and language skills improvement are more positive approaches. Overall, the relationship between language anxiety and achievement is negatively correlated, as anxiety can interfere with learning.
Similar to Identification of the Teacher?s Debilitating Attitude Involved in Acquiring Oral Competency of ESL Students at Graduate Level (20)
The main thrust of this paper is to examine the issue of racial segregation in Maya Angelou’s “Caged Bird” via exploring the poem in relation to the circumstances that typify life and existence in the African American context. An attempt is made to situate this poem within the heat of racism, oppression, and class discrimination as well as the search for black identity. The paper relies on New Historicism as the scope of exploration owing to the chunk of influence that history and society bears on African American writing. Then literary critical analysis is made to verify the different aspects of racism and social segregation as represented in the poem.
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.
Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
Trish Regan, an American news anchor, showed changing attitudes towards China and the US-China trade war in her commentaries and debate with Chinese anchor Liu Xin. In her initial commentary, Trish expressed mainly positive evaluations of the US and negative evaluations of China through the use of attitudinal language. However, in her debate with Liu Xin, Trish's attitude became more balanced, expressing some positive views of China while becoming negative towards the trade war. The analysis found Trish utilized different appraisal resources across the occasions to negotiate her shifting stances, demonstrating how personal evaluations can vary in different discourse contexts.
The present study examines the role that feedback plays on the development of second language (L2) English learners’ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher’s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracy.
Politics is a genre of language, and language is the manifestation of politics (Mazrui, 2008). Political discourse not only plays an important role in the process of national external communication but also conveys certain ideology and political intentions. Based on interpersonal function in Systemic Functional Grammar and using President Xi’s speech at the Extraordinary G20 Leaders’ Summit as the original data, this paper analyzes and explores how this speech can achieve discourse function through personal pronouns, mood, and modality. In addition, this paper reveals how various linguistic resources are used to realize interpersonal meaning in political discourse.
There is an obvious tendency and ample evidence to show Sylvia Plath’s representation of the gendered body throughout her poetry. However, inadequate attention has been paid to the evolution of her such kind of representation. Taking one of her early poems “Pursuit” and a later one “Daddy” as examples, this essay aims to explicate this evolution of representation. In her early poetry, her representation of gendered body centers on Freudian interest as seen in “Pursuit,” but in her later poems this representation changes to her political consciousness as is the case in “Daddy.” Therefore, this evolution embodies both her change of poetic subject matter and her concern with gender politics under the influence of the social culture.
Under the guidance of the theory of theme and rheme as well as thematic progression patterns, two significant components in Systemic Functional Linguistics, this paper discusses the thematic structure and thematic progression patterns of the Queen’s national speech “We will meet again!” which was delivered on April 5, 2020, when both England and the rest of the world were in the throes of the growing pandemic. With the use of quantitative and qualitative research methods, their distributions and the reasons are explored to figure out the thematic features, the effects, or the functions that have been achieved in Queen’s speech.
Pragmatic presupposition focuses on the study of the relationship between the speaker and the hearer at the time of communication and the language they used. It can effectively serve advertising language from the linguistic field. In other words, pragmatic presupposition can meet some of the requirements of the advertisements. Nowadays people confront a variety of commercial advertisements, such as food advertisements, drink advertisements, digital product and cosmetic advertisements, etc. In fact, advertising language is the core factor which determines the success or failure of one commercial advertisement. Most domestic and overseas scholars have studied advertising language through cooperative principles,rhetoric and systemic-functional grammar, etc. However, they do not pay enough attention to the pragmatic presupposition manifested in both Chinese and English cosmetic advertisements. Therefore, this paper conducts a comparative study based on previous studies of pragmatic presupposition with new data. The data analyzed in this study are taken from some major fashion magazines in America, United Kingdom and China, such as VOGUE, Cosmopolitan,Trends health,etc. These cosmetic advertisements were advertised in the recent 20 years. Through the analysis, it is found that there is no significant difference between Chinese and English cosmetic advertisements in terms of types of pragmatic presupposition manifested. Both Chinese and English advertisers mainly adopt four types of pragmatic presupposition: existential presupposition, factive presupposition, state presupposition and behavior presupposition, and state presupposition takes up the largest proportion. The present study provides a more comprehensive analysis of pragmatic presupposition and classification of it. In addition, the results of this study also could help advertisers and consumers increase their mutual understanding.
This paper analyses the structure patterns of code-switching quantitatively and qualitatively based on EFL classroom discourse. Through the detailed analysis, the paper finds that there are different structure patterns in which teachers often switch their codes in English classroom. These structure patterns are reflected in different language levels: words and phrases level, clausal and sentence level. The functions of code-switching are determined by those structure patterns that teachers will choose for different purposes in the process of teaching.
As an open social recourse and special language text, linguistic landscape, visibility and salience of languages on public and commercial signs in a given territory or region Landry and Bourhis (1997), and presented on various signs or billboards publicly, can be used as a useful recourse in language learning. Shenzhen, the first Chinese special economic zone, has developed into a fast-growing innovative city. Compared to other cities, Shenzhen has more frequent communications with worldwide visitors. Therefore, its education should be more international and advanced, especially English learning, since English, the most widely used language, is being used in linguistic landscapes increasingly. However, nowadays tedious English learning content and learning methods are unable to meet training requirements of students’ English level in society. Therefore, considering the significance of linguistic landscape in humanities construction and English learning, the government and schools give great importance to the construction of campus linguistic landscape. Through reference to representative research literatures and comparative analysis, this study intends to explore the importance of linguistic landscape in English learning by analyzing differences in campus linguistic landscape between middle schools and universities within Shenzhen from the form and content by introducing the way in which linguistic landscape is presented. And different purposes of its application are introduced in order to understand the application and design of linguistic landscape in different campuses more comprehensively. The research also explores the influence of campus linguistic landscape on students’ English learning, from the perspective of informal environmental penetration, learning material, stirring interest, broadening vocabulary and knowledge and its close relationship with life. This paper adopts the Constructivist learning theory of Piaget (1970). Students establish knowledge about the external world in the process of interaction with the surrounding environment to develop their cognitive structure. This paper concludes that the integration of linguistic landscape can benefit from its educational function to conduct a practice-oriented, teacher-led and student-centered pattern of English learning and improve students’ English learning ability.
Given Folding Beijing’s great importance to Chinese science fictions after winning the 2016 Hugo Award for Best Novelette and Ken Liu’s active engagement in promoting modern Chinese literary works to go global, this paper endeavors to explain how the influences of ideology, poetics and patronage are displayed in Folding Beijing’s English translation from the perspective of Lefevere’s Rewriting Theory. Instead of focusing on the linguistic elements of the translation, the current study attempts to reveal the cultural, social, ideological, and poetical effects on the translator’s decision-making process and tries to explore the reasons for the novelette’s success. It is believed that this paper can, to a certain extent, not only provide beneficial guidance for future practitioners in this translation field, but also offer some reference for the study of translation of Chinese contemporary science fictions.
This study investigated English-speaking confidence among 50 first-year engineering undergraduates at a Malaysian technical university. A survey and interviews were conducted to understand students' perceptions of factors influencing their confidence. The survey examined grammar, vocabulary, and manual abilities. Results showed manual abilities were most important, followed by vocabulary, with grammar being moderately important. Interviews suggested regular English practice, such as speaking to friends and teachers or doing presentations, could help improve confidence. Overall, the study aimed to identify barriers to students' English-speaking confidence and inform efforts to enhance their communication skills.
This document provides a summary and analysis of the novel "The Dark Room" by R.K. Narayan. It discusses the protagonist Savitri and her existential struggle and maturity. Savitri is initially a traditional housewife but goes through crisis when she discovers her husband's infidelity. She rebels against her role and leaves her family, but eventually realizes the futility of escaping her bonds and returns home. The document analyzes Savitri's journey in terms of existentialist philosophy, focusing on themes of alienation, anxiety, responsibility, and freedom of choice. It argues that Narayan skillfully portrays Savitri's actions and development, and that she demonstrates existential maturity by overcoming her crisis
This study aims at stylistically analyzing Men in the Sun in terms of the use of rhetorical questions and polyphony. The main objective is to show the contribution of these stylistic features (rhetorical questions and use of polyphony) in construing meaning and heightening the aesthetic values of novella and show how focus on specific stylistic features helps in analyzing a literary text. The researchers used the analytical approach to examine how the use of rhetorical questions and polyphony helps in constructing the meaning of the novella and highlighting its main themes. This study will be helpful to students of literature who want to better understand stylistic analysis and how writers use stylistic devices to enhance the meaning they want to convey. The study could also serve as a springboard for further studies in this area and could promote academic discourse on stylistic analysis of various Arabic literary works in English translation.
Genesis claims that ancient languages were divinely diversified as the linguistic origin. In consistence, this article presents systematic evidence for biblical etymology related to all major body parts and organs. For instance, heart is to heat, brain is to burn, kidney is to kindle burnt offering, and muscle is to slice to the multiple. Sandal is sacred land, scared is sacred scarf, and tragedy is to tear garment. Both objective and abstract words exhibit biblical match, such as random and ransom as escaping scapegoat randomly chosen. Biblical etymology of morals 德, love 愛, real真, eternity 永, memory, necessity 必, secret 秘, accident, pardon 恕 and mister is also presented. Novel interpretation in biblical etymology is also presented for several affixes such as 辰, 者, per, and m/l+vowel+n. In definitive etymology, numerous words such as generation, espionage, pregnancy and agriculture are presented to bilingually match bible, especially the scripture of Moses, reflecting divine creation.
In a consumer society, "discourse" has become a way of creation. The narrative of object sets a new perspective, showing the non-material components of the material as much as possible, and people’s positive attitude towards the narrative mode also changes the focus of fashion design work. It is intended to analyze clothing narrative from the three aspects of fashion narrative suggestion, discourse structure and how fashion narrative is consumed.
Regarding the origin of language, Genesis claims that ancient languages were divinely diversified. This testimony presents systematic evidence for biblical etymology related to prophet and priest. Priesthood was pivotal in ancient culture, and religious worship is central to civilization. This testimony presents systematic and surprising evidence for relationship of prophet and priest to biblical etymology, indicating that the old testament culture and method of worship are extensively reflected by etymology of words.
Seraph on the Suwanee, the last novel of Zora Neale Hurston, criticized for deviating from resolving oppression, class, race and gender, shapes a white woman protagonist instead of a black woman protagonist. But actually, it depicts the story of Arvay’s attempts to reject both oppression and the mental submission to oppression just as the oppression and resistance of class and gender are greatly concerned in Hurston’s previous works. Arvay Henson, an oppressed and repressed white woman, motivated by a tenacious belief in her own intrinsic worth and in her rights to individual freedom and social respect, attempts to preserve her integrity through withdrawal, resistance in order to seek her love and her independence as well as her self-discovery. This thesis applies Need Hierarchy Theory proposed by an American psychologist Abraham Maslow to study Arvay’s strategies for meeting her deficiency needs and to analyze her persistent efforts for love as well as the satisfactions of her needs at different levels.
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9
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Identification of the Teacher?s Debilitating Attitude Involved in Acquiring Oral Competency of ESL Students at Graduate Level
1. English Literature and Language Review
ISSN(e): 2412-1703, ISSN(p): 2413-8827
Vol. 2, No. 4, pp: 43-48, 2016
URL: http://arpgweb.com/?ic=journal&journal=9&info=aims
*Corresponding Author
43
Academic Research Publishing Group
Identification of the Teacher’s Debilitating Attitude Involved in
Acquiring Oral Competency of ESL Students at Graduate Level
Sadia Ayub*
Research Scholar at NCBA&E University Bahawalpur, Pakistan
Muhammad Arfan Lodhi NCBA&E University Bahawalpur, Pakistan
1. Introduction
According to Hewitt and Stephenson (2012) teachers and researchers are well known for many years that
language learning process, no doubt, is very disturbing experience for many students. Examiners in general have
been involved in exploring, recounting, and sufficiently measuring debilitating factors, in foreign languages
especially, just to help the students to cope with anxieties and to enlighten their language presentation. Anxious
foreign language learners agree with the fact that even if they are well prepared for language class they get stressful.
More struggle make them tenser because they always feel that other students will perform better than them (Gregerse
and Horwitz, 2002). Furthermore, constant disturbance or nervousness has hostile affects on language acquisition. So
there is need to tackle the problems related to oral competency. This would be helpful to know what interventions
need to decrease hostile anxiety, substituted by facilitating type anxiety which may encourage the students in
learning process (Hewitt and Stephenson, 2012).
There is serious need to focus on existence of speaking factors and its role in language learning before it gets
worst. MacIntyre and Gardner (1991) state that, the difference between language anxieties and other form of anxiety
is understood and now is known as the main issue to know the role of anxiety in language learning. Students are
experiencing uneasiness in language learning for many years. In the history of language anxiety, speaking anxiety is
counted as maximum anxiety generating (Zhang and Zhong, 2012). Furthermore, Young (1991) found that peers
experience supreme fear in speaking the target language before, others in comparison of writing and reading.
proposes that to handle with the language problems first there is need to recognize the speaking anxieties, negative
evaluation and other factors which generate foreign language learning anxieties.
1.1. Statement of Problem
In Pakistan English has become status representation in social life. The globalization of English in every field
especially in education system of Pakistan is compelling students to communicate in English but sometime due to
instructor‟s attitude, the students feel stress in oral communication. So there is special need to focus on second
language learning anxiety caused due to teacher‟s manners.
1.2. Aims and Objectives
The purposes of this investigation were:
Abstract: The purpose of this study was to identify the factors related to the teacher‟s attitude involved in oral
communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was
reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools
to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for
questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this
research. The data provided through interview from teacher was analyzed qualitatively and the data from the
students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data
collected from this investigation: Instructor‟s attitude motivates debilitating speaking factors. This investigation
has proved explanatory implications and additionally this study also examined the attitudes and opinions of
language teachers about second language learning and teaching. Furthermore, the research suggested a variety of
strategies for learners to cope with second language anxiety.
Keywords: Teacher‟s demotivating attitude; Oral communication snooping; Communicative skills; Teacher‟s essential
motivation; Hesitation due to interruption; Anxiety in oral competency.
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To highlight the major stressors and debilitating factors arose due to teacher‟s attitude among ESL students
at graduate level, involved in speaking English.
To identify the debilitating factors in classroom at graduate level classes due to the teacher‟s attitude.
To help the instructors to understand the student‟s anxiety perfectly due to their own attitude.
1.3. Research Questions
1. Whether factors related to teacher‟s attitude hamper learners‟ communication skills and delay ESL learning
process and learner‟s progress?
2. Is there any relationship between ESL oral competency skills and instructor‟s attitude towards learners?
1.4. Hypotheses
1. Instructor‟s attitude motivates debilitating speaking factors.
1.5. Significance of the Study
The basic aim of this research was to investigate the existence and the level of English language speaking
worries among ESL graduate level students due to teacher‟s attitude. The outcome was valid for educators to review
their teaching methods and students facing anxiety. The study was supportive for instructors to recognize their
student‟s problems deeply with a better guidance in resolving their apprehensions by avoiding their irritating
teaching style. Furthermore, research was beneficial to examine speaking anxiety issues related to the teacher‟s
attitude extensively in college environment of Pakistan.
1.6. Delimitations of the Study
This research only explored the effects of teacher‟s attitudes on speaking skills.
Data was collected only from graduate level Government colleges of Bahawalpur, with mean age eighteen
to twenty two years.
The study was delimited to investigate the role of debilitating factors on learners‟ Speaking skills only.
2. Literature Review
This Chapter provides comprehensive review about disturbing factors arose from teacher‟s attitude involved in
oral interaction.
2.1. Anxiety and Language Learning
Anxiety can be defined as the feeling of burden and nervousness specifically related to the second language
learning environments; might be in speaking, listening and in writing (Onwuegbuzie et al., 1999). It is well defined
that learner is suffering from anxiety when he is not learning well, bunking from class, unable to answer and even
not doing assignments; teachers and educators are strange that what happening. Young (1991) listed six sources of
classroom language anxiety given below: (1)“personal and interpersonal anxieties, (2) learner beliefs about language
learning, (3) instructor beliefs about language learning, (4) instructor-learner interactions, (5) classroom procedures,
(6) language testing”(Pr i , 2 13).
2.1.1. Foreign Language Anxiety
There are many types of anxiety but when anxiety associates with foreign language then it is known as FLA. No
doubt it‟s vary complicated and multidimensional experience (Tanveer, 2007). FLA can be defined as an
individual‟s feeling of anxiety, uneasiness, nervousness, and burden connected with a stimulation of the automatic
nervous system (MacIntyre and Gardner, 1991; Tanveer, 2007). According to Al-Saraj (2011) Oxford during the
process of learning students experience anxiety and it is foreign language anxiety (FLA). According to a variety of
researchers (Horwitz et al., 1986; MacIntyre and Gardner, 1991) FLA can ruin the process of success in learning the
second language. FLA occurs due to “self-assumed” opinions, feelings and performances related to classroom of
second language learning during language learning process (Horwitz et al., 1986). FLA is also different from trait
anxiety, which is a long lasting. According to Horwitz et al. (1986) in fact FLA is situation specific anxiety and
different from all other anxiety. This type of anxiety occurs in certain situations like public speaking or contributing
in class (Ellis, 2008). FLA is unique in sense that it occurs specifically in the unique foreign language learning
environment. Many investigators (Horwitz et al. (1986) cited in Price (1991)) said that in foreign language learning
first anxiety felt by learners, in listening and speaking.
2.2. Anxiety Induced by Instructor’s Attitude
According to behaviorist learning approach that teacher‟s negative reactions to learner‟s errors can promote
learner‟s fear and hinder future communication. Commonly teachers provoke nervousness due their old concepts in
language teaching or due to way of mistakes improvement. Sometime teachers acts like “drill sergeant” rather than a
“facilitator” (Young (1991) cited in Tanveer (2007)). Frequent correction on errors is provided in the classroom
leads learners to frustration and awkwardness and they become conscious about their lacks (Tanveer, 2007).
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45
Students revealed that in classroom their mistakes and deficiencies are pointed out because of strict and reserved
classroom environment that provoke their stress (Tanveer, 2007).
Harmer in 2011 condemns the idea that students get confused in a situation being forced to speak English and to
become independent and said that the fact is that in the words of an old English proverb, you can lead a horse to
water but you can‟t make it drink. And if it does not want or need to drink, you should not make it do so anyway.
Some students, like horses at water‟s edge, just don‟t get it; for them the teacher is the one who is responsible for
their learning, and they expect the teacher to do their job. Faced with the reluctance of at least some of the students
in a group to assume agency, we have to consider what we can do both for those students and for others in the group
who are keener on the idea of taking learner responsibility. (P.23)
The commanding, embarrassing and humiliating behavior of the educators towards students is debilitating factor
playing vital role in oral competency (Tanveer, 2007). Many instructors take classroom time as only performance
time for students, not learning period. The most common complaint about instructors was found that many of them
made classroom time a performance rather than a learning time (Tanveer, 2007). Learner‟s bond with their teachers
also causes anxieties (Na, 2007).
2.3. ESL Learning and Teaching in Educational Perspective of Pakistan
It is important to assess the connection between English language, its development, learning English as a foreign
or second language, and pedagogical implication of English language. English is now a lingua franca or a „world
language‟ recognized on global level. In Pakistan, at both the individual and national levels English language is
progressive language (Shamim, 2011).
No hesitation, the linguistic map of Pakistan is complex due to many languages as all provinces have their own
dominant languages and a number of minority languages. So Pakistani societies are multilingual and multicultural
(Shamim, 2011). It‟s somewhat difficult to command over all languages perfectly but as English is world language
so people want to acquire English perfectly.
According to (Shamim, 2011) in Pakistan recent Government policy „Education for All‟ focused on ESL
teaching and learning, enhance the use of English in the world level. Perhaps its complicated policy issues both for
resource and achievement quality in English language in Pakistan. Moreover, English in Pakistan is successful,
status symbol and also a key to national progress for both rich and poor for future life of their children.
2.3.1. ESL Learning
ESL learning in Pakistan is not as much successful due to many factors. Almost more than half of learner‟s ESL
learning is hectic due to psychological and sociocultural factors as this study was also investigation of debilitating
factors involved in English communication. In Pakistan, education systems are of different typed, mostly on bases
of medium of instruction as identified English medium and Urdu medium. Mostly for upper class is private English
medium schools and the Urdu medium schools are mainly for poorer (Shamim, 2011).
English medium private schools no doubt planned high quality education and developed classrooms through the
medium of instruction in English, resulting rich students in full command and higher levels of talent in English
(Shamim, 2011).
2.3.2. ESL Teaching
According to Pr i (2 13) that the objectives of foreign language teaching are to make students fluent in target
language communication. To learn second language effectively, general understanding is used in speaking and
writing referred to Communicative Language Teaching (CLT). According to Larsen-Freeman (2000) that
Communicative Language Teaching (CLT) was established in 1980s when it became clear that to make learners
fluent in communication desired not only linguistic competence, but also in other wider communicative competence.
Moreover, in Pakistani communities ESL teaching is not as much successful as was expected because of instructor‟s
attitude as discussed above in this chapter. Thus, for each succeeding Government the teaching of English noted as
serious issue (Shamim, 2008).
3. Research Methodology
3.1. Research Design
Questionnaire‟s questions were drawn from the literature review. First of all, all government graduate colleges
were selected for data collection. Sampling was two staged sampling. At first stage different arts and science classes
were selected through cluster random sampling. At second stage actual sample from those clusters were selected
through random sampling. Teachers sample was selected through convenient sampling from the same colleges, on
the basis of suitability with people most convenient to approach in limit of time.
The survey held during the routine class hours. Questionnaires were given to the learners in printed form to fill
them. The researcher first briefly introduced the topic of the research and administered and translated the questions
in Urdu to avoid misunderstandings. Students were free to give their own and authentic answers. Students were
allowed not to mention their names to maintain their secrecy if they feel uncomfortable. Furthermore it was optional
to give their answers in Urdu if they could not express in English to know the actual reason of speaking problems. A
face to face direct semi structured direct interview in English was favored for the teachers.
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3.2. Research Population
The target population was the male and female students from different disciplines of science and humanities
group. The approximate population of students at graduate level was about 4000 studying in different colleges of
Bahawalpur city.
3.3. Sample Size
From the above given population 498 students were selected. The mean age of sample was from eighteen to
twenty two years. For this research highly experienced forty English language teachers were selected from the same
colleges. Stated age of teachers was from thirty to fifty years and their teaching experience ranged from eight to
twenty five years.
3.4. Data Collection Tools
For this analysis, the data was collected through open and closed ended questionnaire from students and from
language teachers with the help of interview. The questionnaire consists of fourteen closed ended questions. Semi
structured interview was based on four questions covered all possible debilitating sociocultural factors.
3.5 Tools Validity
The experts and experienced personals with more than ten years of teaching experiences of the relevant subject have
analyzed the tool validity; ten commandants (Ph D) were taken to validate the questionnaire.
3.6. Data Analysis
This was mixed research. Qualitative data was taken and research questions were satisfied through the
quantitative analysis of by using SSPS, Microsoft Excel, Tables and charts. Similarly, both quantitative and
qualitative methods have been adopted during analyzing data and given interpretations consequently.
4. Findings and Discussion
4.1. Findings
The study investigated that (84.1%) students were in the favor of the statement that less fluent speaker was made
more anxious by the teachers, in comparison to fluent speaker. The overall mean score was 4.04.
Data revealed that (90.6%) students were in the favor of the statement that facilitating and Positive attitude of
teachers keep ESL learners relaxed and motivated learner‟s oral performance and the overall mean score was 4.35.
Data exposed that (75.3%) students were in the favor of the statement that students get confused in a situation of
being forced to speak in English. The overall mean score was 4.01.
Moreover, (66.7%) students were agreed that Formal & reserved class setting is major cause of stress and barrier
in fluency. The overall mean score was 3.57.
Data showed that (70.5%) students were in the favor of the statement that their English teachers did not prefer to
deliver lectures in English. The overall mean score was 3.83.
Data exposed that (72.3%) students were in the favor of the statement that students felt insecurity when they are
asked to compare their own oral competency with their classmate. The overall mean score was 3.93.
Data revealed that (64.7%) students were in the favor of the statement that teachers used humiliating behavior to
snub oral performance. The overall mean score was 3.71.
Data revealed that (62%) students were in the favor of the statement that due to authoritative and humiliating
behavior to oral performance, learners felt hesitations even communicating before their teachers. The overall mean
score was 3.60.
Data exposed that (77.1%) students were in the favor of the statement that positive attitude of instructors,
facilitated learner‟s oral performance. The overall mean score was 3.96.
Data revealed that (67.9%) students were in the favor of the statement that frequent feedback on student‟s error
while speaking; acted as condemning behavior to speak further. The overall mean score was 3.65.
In interview analysis, the most repeated observation was that teachers themselves reported that the teacher‟s
attitude was also responsible to shatter the learner‟s motivations. Additionally, lack of skilled and trained teachers in
substandard school was also nourishing anxious learners. Mostly in Pakistani cultural teachers act like a commander
and never hesitate to humiliate learner‟s respect on errors. Due to lack of skilled and trained teachers, sub standard
school education, inadequate confidence and practice; students are not acquiring oral competency perfectly and feel
it as challenging to acquire.
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Graph Showing Affecting factors due to teacher‟s attitudes
The gathered and latest analysis indicated that there are mixed opinion as shown in graph. Strongly agreed and
agreed graph‟s movements showed that students highly approved the statements.
4.2. Discussion
Analysis of data successfully proved hypotheses. As hypothesized, this research effectively portrait the all
probable factors related to the teacher‟s attitude. Research analyzed that instructor‟s commanding; embarrassing
attitude and frequent feedback on errors were supreme factors, aroused because of teachers and was also discussed in
studies of (Tanveer, 2007) and (Young, 1991). Others researchers also explored from their studies like Hilleson
(1996), Tanveer (2007) and Harmer (2011) that sometimes just because of teachers (due to many reasons) students
suffered. Students feel pressure when forced to give oral performances, or hesitate to contribute in crowd activities,
leading to frustration and annoyance.
In Pakistan the language teachers are not skilled in oral competency especially at early school and they
themselves feel uncomfortable, not being fully professional in grammar, pronunciation, accent and the rules related
to the spoken English. The linguistic English especially is neither fully taught nor tested even by training academies.
The trainers even hardly have any idea that their training may help the learners in developing their communicative
proficiencies because of lacking information in regard to coaching and teaching strategies, leading to worst future
with full of anxieties (Mahmood and Ghani, 2012).
Furthermore learners explored the many disturbing attitudes of the teachers which influences burden on learners.
5. Recommendations and Conclusion
5.1. Recommendations
Continued education should be mandatory for a coach and be observed by an expert panel to note any anxiety in
writing and spoken English before one‟s selection. Otherwise one may deliver the same anxiety and stress among the
language learners and could not balance with those destructive feelings and the student‟s bright future (Hashemi,
2011). As, second language learning mostly depends on teachers and every language teacher can adopt special
behaviors to reduce stress. So first of all teachers should effectively recognize and discuss the language anxiety and
then help anxious students. Second language learning is challenging but this process does not require special
management. It only needs suspicious behavior of the language teachers in order to understand anxieties (Tseng,
2012). The natural and pleasant behavior of teachers toward their student may be more relaxing rather than
authoritative attitude and might be more obedient. Instructors should assess their teaching principles and avoid the
anxiety provoking situation. Instructors should reduce the competition between students if they feel that instead of
benefits, competitions create uneasiness and sense of insecurity among anxious learners (Hilleson, 1996). Teachers
must recognize learner‟s stress and should adopt strategies from cognitive, affective, and behavioral approaches to
reduce their anxiety (Tanveer, 2007) and avoid talking more definitely that might contribute and provoke tight lipped
but irritation in the class (Tsui, 1996). Future research may be undertaken in the direction for further identification of
debilitating factor involved in oral competency, which should be more reasonable, as learning a second language is
full of anxiety. Detailed study is also mandatory on factors eliminating debilitation in oral competency, considering
the societies of Pakistan.
5.2. Conclusions
Researcher concluded that embarrassing behavior of a supervisor toward student was a debilitating factor
because students can‟t communicate with teacher without hesitation and even cannot ask questions easily because of
their authoritative and humiliating attitude. The formal, reserved, authoritative and forcing behavior of supervisors is
extreme cause of pressure among learners, which make the students disinterested and non motivated. Students get
confused in a situation of being forced to speak. Mostly English teachers do not prefer to deliver lectures in English
rather in native language and support standard dialect only in written English.
Furthermore, research analyzed that instructor‟s commanding; embarrassing attitude and frequent feedback on
errors were supreme factors. The study investigated that usually teacher encouraged fluent learners and compare
0
50
100
150
200
strongly agree Agree Don’t know Disagree strongly
disagree
Factors due to Teacher's Attitude
Series1
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them with less fluent speaker, which created insecurity in anxious students. Moreover researcher concluded that
formal & reserved class setting is major cause of stress and barrier in fluency. Additionally it is revealed that
teachers used humiliating behavior to snub oral performance so due to authoritative and humiliating behavior to oral
performance. In fact teacher‟s attitude was responsible to shatter the learner‟s motivations. Teachers never hesitated
to crush student‟s respect on errors. Additionally, lack of skilled and trained teachers in substandard school was also
nourishing anxious learners. It is concluded that facilitating and positive attitude of teachers keep ESL learners
relaxed and motivated learner‟s oral performance.
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